Middle School

Shifting Mindsets: A Study of a First-year Implementation of "New Technology High School"

This grant examines the changes teachers and students go through in their first year of implementing a New Technology High School project-based curriculum for ninth graders in two high schools. This first year of implementation is part of a phased-in implementation for subsequent grades. The NTHS approach calls for moving from more traditional approaches to mathematics and science education to project-based curricula that posits mathematics and science in the context of real-world issues and problems.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0738247
Funding Period: 
Wed, 08/15/2007 to Sat, 07/31/2010

Data Games: Tools and Materials for Learning Data Modeling (Collaborative Research: Finzer)

The Data Games project has developed software and curriculum materials in which data generated by students playing computer games form the raw material for mathematics classroom activities. Students play a short video game, analyze the game data, develop improved strategies, and test their strategies in another round of the game.

Project Email: 
Lead Organization(s): 
Award Number: 
0918735
Funding Period: 
Tue, 09/01/2009 to Fri, 08/31/2012
Project Evaluator: 
James Hammerman
Full Description: 

Students playing computer games generate large quantities of rich, interesting, highly variable data that mostly evaporate when the game ends. What if in a classroom setting, data from games students played remained accessible to them for analysis? In software and curriculum materials developed by the Data Games project at UMass Amherst and KCP Technologies, data generated by students playing computer games form the raw material for mathematics classroom activities. Students play a short video game, analyze the game data, develop improved strategies, and try their strategies in another round of the game.

 

The video games are embedded in an online data analysis learning environment that is based on desktop software tools Fathom® Dynamic Data and Tinkerplots® Dynamic Data Exploration, widely used in grades 5–8 and 8–14 respectively. The game data appear in graphs and tables in real time, allowing several cycles of strategy improvement in a short time. The games are designed so that these cycles improve understanding of specific data modeling and/or mathematics concepts.

 

The research strand of the Data Games project focuses on students’ creation of data representations that model a real-world context. Findings from this research have been incorporated into the design of the data structures in the software.

Analyzing and Building Science Inquiry Skills through Evidence-based Technology Integration

This project assists teachers in analyzing their own science inquiry skills as well as those of their students via the development of an inquiry skill analyzer (iSA); and to assist teachers in selecting, designing, developing, implementing and evaluating technology-supported learning activities to develop science inquiry skills, especially in identified weak areas through the development of an inquiry activity portal (iAP).

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0554556
Funding Period: 
Thu, 06/15/2006 to Sat, 10/31/2009

Thinking with Data: A Cross-disciplinary Approach

This project is developing a data literacy curriculum for 7th grade students which is composed of four two-week units to be taught in social studies, mathematics, science and English courses. The curriculum utilizes data on water use and quality in Ohio, chosen because other communities will have comparable data to modify the curriculum to meet their needs. Central to the curriculum are the issue of fairness and how data are used to make societal decisions.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
0628122
Funding Period: 
Mon, 01/01/2007 to Fri, 12/31/2010

Interactive Ink Inscriptions in K-12 (INK-12) (Collaborative Research: Rubin)

This exploratory project seeks to understand the role that a network of tablet computers may play in elementary and middle school math and science classrooms. The project uses classroom observations, student interviews, teacher interviews, and student artifacts to identify the advantages and disadvantages of these resources, to understand what challenges and benefits they offer to teachers, and to offer recommendations for future hardware, software, and curriculum development.

Partner Organization(s): 
Award Number: 
0822055
Funding Period: 
Mon, 09/01/2008 to Tue, 08/31/2010
Project Evaluator: 
David Reider
Full Description: 

Communication in Science Inquiry Project (CISIP)

CISIP is a professional development program that enables English and science teachers to help students to learn content and communicate scientifically. The CISIP program: Translates How Students Learn Science in the Classroom and Common Core State Standards for student success; targets learning within a classroom discourse community that focuses on argumentation; and takes a team of science and English teachers at schools from middle level through university who collaborate.

Project Email: 
Partner Organization(s): 
Award Number: 
0353469
Funding Period: 
Thu, 07/01/2004 to Fri, 12/31/2010
Project Evaluator: 
M. J. Young

Curriculum Topic Study -- A Systematic Approach to Utilizing National Standards and Cognitive Research

This project is developing a series of print and web resource guides in science and mathematics based on curriculum topic study (CTS), an approach developed and tested successfully. CTS is used to provide a systematic way of intellectually engaging K-12 mathematics and science teachers with national standards and cognitive research. It is used to engage teachers in thought and discussion about both content and appropriate ways of teaching that content.

Award Number: 
0353315
Funding Period: 
Sat, 05/15/2004 to Fri, 04/30/2010

Scale Up of Math and Science K-12 Education Reform in a Large Urban District

The project describes and analyzes efforts made between 2002 and 2008 when the Chicago Public Schools (CPS) was clearly engaged in a process of systemic reform of K-12 math and science education aimed at improving students' and teachers' classroom experiences and academic performance.   http://www.luc.edu/scaleup/index.php

Lead Organization(s): 
Award Number: 
0935816
Funding Period: 
Mon, 09/01/2008 to Tue, 08/31/2010
Project Evaluator: 
OEIE Kansas State University
Full Description: 

The project describes and analyzes efforts made between 2002 and 2008 when the Chicago Public Schools (CPS) was clearly engaged in a process of systemic reform of K-12 math and science education aimed at improving students' and teachers' classroom experiences and academic performance. The data drawn upon is a body of high-quality, quantitative and qualitative longitudinal empirical data initially collected for evaluation purposes. It documents systemic reform efforts of K-12 STEM education, from the stages of design, planning, and initial implementation through scale-up and adaptation. A key product of project is a hyper-linked web-based resource that describes and analyzes in great detail the aims and actions of this reform effort of CPS math and science education.  http://www.luc.edu/scaleup/index.php

International Workshop on Mathematics and Science Education: Common Priorities that Promote Collaborative Research

The goal of this workshop is to advance the construction of new knowledge through international cooperation with Chinese counterparts in the teaching and learning of math and science at the elementary level in four areas: curriculum design and assessment; teacher preparation and professional development; effective use of the former; and reaching gifted and underserved populations. Approximately 120 people will attend, including 50 senior U.S. researchers, 25 early career researchers, 15 graduate students and 5 undergraduates.

Award Number: 
0751664
Funding Period: 
Sat, 03/15/2008 to Mon, 02/28/2011

Mathematics Discourse in Secondary Classrooms (M-DISC): A Case-Based Professional Development Curriculum

This project is developing, designing, and testing materials for professional development leaders (e.g., teacher educators, district mathematics specialists, secondary mathematic department chairs) to use in their work with secondary mathematics teachers. The aim is to help those teachers analyze the discourse patterns of their own classrooms and improve their skills in creating discourse patterns that emphasize high-level mathematical explanation, justification, and argumentation.

Award Number: 
0918117
Funding Period: 
Sat, 08/01/2009 to Thu, 07/31/2014
Project Evaluator: 
Horizon

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